Process Safety Education Framework: Lessons Learned from ......engineering graduates in process...

Petroleum Technology Development Journal (ISSN 1595-9104): An International Journal; January 2017 - Vol. 7 No. 1 52

Process Safety Education Framework: Lessons Learned from Safety and Chemical

Engineering Education (SAChE) Faculty Workshops

By

Ebenezer O. Ojo* and Lawrence C. Edomwonyi-Otu**

ABSTRACT

Safety and Chemical Engineering Education (SAChE) program was initiated in 1992 under the

auspices of the Center for Chemical Process Safety (CCPS) of the American Institute of

Chemical Engineers (AIChE) and engineering schools (http://www.sache.org). Historically,

significant progress made over the last two decades include newsletter publication, dedicated

website hosting different learning materials, faculty workshops and student safety certificate

programmes. This paper is aimed at developing an implementable framework for upskilling

engineering graduates in process safety using SAChE workshop as a case study. The developed

educational safety framework referred to as Cognitive-Experiential (CogEx) is based on

combined cognitive and experiential learning pedagogies adapted to process safety education.

For an emerging economy, CogEx implies initiating industry-university collaboration with a

focus on process safety education. This further extends to different activities such as faculty

workshops and training, curriculum development for process safety modules, industry experts’

participation in teaching and assessments, and the development of educational materials based

on current industry practices. In general, the CogEx framework developed provides a structure

for skills transferability and programme implementation outside the USA, where SAChE is

domiciled. Learning context such as this becomes necessary for enabling robust safety skills

and culture exchange. It also proactively mitigates the shortage in process safety expertise for

future expansion of the emerging natural gas industry and the established petroleum industry.

Keywords: SAChE, Cognitive, Experiential, Curriculum, Pedagogies

1. INTRODUCTION

The growth of process industries is often characterised by safety related issues due to accidents

associated with hazardous physical and chemical activities. Recently, several industry

accidents leading to fatalities have been reviewed and reported1,2. In most cases of high

fatalities and property destruction, accidents investigation teams are commissioned to

determine the root causes and in collaboration with other professional organisations outline

possible lessons learnt and mitigation strategies to prevent future occurrences.

Recommendations based on the outcomes are forwarded to appropriate government agencies

responsible for safety legislations and enforcement.

In many developed countries of the world, there are established organisations whose

responsibilities include advising, managing and enforcement of the relevant laws to prevent

unsafe practices and operations in the workplace. For instance, in the United Kingdom, the

* Biochemical Engineering Department, University College London, UK; WC1H 0AH

** Chemical Engineering Department, University College London, UK. WC1E 7JE

1 Moura R., Beer M., Lewis P., Lewis J. (2015). Human error analysis: Review of past accidents and

implications for improving the robustness of system design, Safety and Reliability: Methodology and

Applications. Taylor & Francis Group, London. 2 Taylor R.H., van Wijk L.G., May J.H.M., Carhart N.J. (2014). A study of the precursors leading to

“organisational” accidents in complex industry settings. Process Saf. Environ. Prot. 93, 50–67.


Health and Safety Executive (HSE) oversees workplace ill health and injury prevention

(www.hse.gov.uk3). All safety related issues in the country are reported to the HSE. Notable is

the education and training roles of organisations such as; the Institution of Chemical

Engineering (IChemE, www.icheme.org), National Examination Board in Occupational Safety

and Health (NEBOSH, www.nebosh.org.uk), and other private industry based safety institutes

within the UK.

IChemE presently oversees the safety education across universities in the UK particularly those offering Chemical, and Process Engineering related degrees. The recent acceptance of a

multidisciplinary approach embraced by some engineering faculties in the UK hopes to foster

process safety education and teaching with a more holistic view of other engineering fields.

Within Europe, organisations such as European Agency for Safety and Health at Work

(https://osha.europa.eu/en4) have been instituted, and similar group exists in other continents

and countries such as Asia, Australia and South America. Of particular interest in this paper

are Canada and the United States of America (USA). Currently, the Chemical Institute of

Canada (CIC) serves as the umbrella organisation for Canadian Society for Chemistry (CSC),

Canadian Society for Chemical Engineering (CSChE) and the Canadian Society for Chemical

Technology (CSCT). CIC works in close collaboration with the Canadian Engineering

Accreditation Board (CEAB) which evaluates undergraduate engineering programs in

Canada5. It implies that students who go on to become professional engineers (P. Eng) by direct

transfer are considered to have achieved the adequate level of process safety knowledge

(http://www.engineerscanada.ca6).

Process safety education is presently gaining global attention and increasing advocacy for

proper inclusions of process safety modules into the curriculum for chemical engineering and

other closely related engineering and science courses. On the contrary, most professional safety

engineers gained their expertise from further training after university education. Few schools

have attempted introducing courses such as Industry Safety and Loss Management, Process

Safety Management, and other related titles (http://www.esrmp.ualberta.ca7). Under the United States Department of Labor, Occupational Safety and Health Administration, (OSHA), has

been instituted to oversee all workplace-related safety issues

(https://www.osha.gov/index.html).

Also, Chemical Safety Board (CSB) has been commissioned as an independent federal agency

charged with the responsibility of investigating industry chemical accidents

(www.csb.gov/about-the-csb8). These government instituted bodies are responsible for the enforcement of process safety laws, accident investigations and mitigations. To ensure efficient

delivery of their various tasks, professional organisations such as the American Institute of

Chemical Engineering (AIChE), American Society of Safety Engineers (ASSE),

3 www.hse.gov.uk 4 https://osha.europa.eu/en

5 Amyotte P.R. (2013). Process Safety Educational Determinants. AIChE J. 32, 126–130. 6 http://www.engineerscanada.ca 7 http://www.esrmp.ualberta.ca 8 www.csb.gov/about-the-csb

https://www.osha.gov/index.html

http://www.csb.gov/about-the-csb

http://www.csb.gov/about-the-csb


American Chemical Society (ACS), and others have provided support in the areas of

information dissemination and training9.

AIChE plays key roles in chemical process safety education amongst several other

responsibilities. Within the AIChE, specialised groups such as Center for Chemical Process

Safety (CCPS) and Chemical Engineering Education (SAChE) were formed to propagate

further and implement the chemical process safety education programmes (Figure. 1). This

paper focuses on process safety education framework developed based on lessons learnt during

the SAChE workshop series with particular attention to the 2103/2014 sessions held in

collaboration with Chevron Refinery in Richmond, California. Subsequent sections highlight

the history of SAChE workshops and other activities9,10.

Figure 1: The organogram describes information flows between the different safety advocacy groups and

elements of SAChE workshops. Chevron Refinery indicates the host for the last two workshops. Chevron

Refinery, Richmond, California, USA.

2. HISTORY OF SACHE FACULTY WORKSHOPS

To ensure well trained chemical engineers with adequate process safety knowledge, the Center

for Chemical and Process Safety was formed under the leadership of AIChE in 1992 with a

dedicated website (http://www.sache.org). According to the policy document released by a

9 Spicer T.O., Willey R.J., Crowl D.A., Smades W. (2013). The Safety and Chemical Engineering Education

Committee — Broadening the Reach of Chemical Engineering Process Safety Education. Process Saf. Prog. 32,

113–118.

10 Willey R.J., 1999. SACHE Case Histories and Training Modules. Process Saf. Prog. 18, 195–200.


representation of the Global Process Safety Academia11, “There is a strong need for research on the pedagogy of process safety and the integration of knowledge for both undergraduate

engineering students and workers in the industry. Problem-based learning is important in this

regard, and various process safety knowledge tools are available (e.g., CCPS, SAChE and

AIChE)”. The inclusion of process safety education was recently mandated by ABET for

undergraduate instruction and attention in research laboratories12.

However, with the lack of educational resources in academic materials in process safety, the

SAChE Committee was formed to strengthen process safety education further through

development and distribution of educational materials to universities. These cover areas such

as risk assessment, electrical safety, fires and explosions, and other safety topics. Over the

years, its activities have expanded into university – industry partnership and workshop training.

According to9 Spicer et al. (2013), other activities of SAChE include publication of semi-

annual newsletters, management of dedicated website and SAChE student safety certificate

program currently hosted by AIChE e-learning systems. The faculty workshops are also

organised by SAChE in conjunction with supporting industry partners. To date, fifteen faculty

workshops have been organised at various industry sites. The updated list of all the workshops

is as shown in Table 1. The last two workshops were held at the Chevron Refinery, Richmond,

California with continued support to host a 2015 edition. Figure 2 shows 2014 attendees

photograph. This paper focuses on the last two workshops held at Chevron Refinery,

Richmond, California with lessons applied to develop a process safety education framework

based on the proposed CogEx learning model.

3. PROCESS SAFETY EDUCATION (PSE) FRAMEWORK

With increasing efforts for wider acceptance of process safety education inclusion in

undergraduate and postgraduate curriculum, the faculty workshop organised by SAChE

enables information sharing between academics and industry experts who apply the process

safety management principles daily. Participation at the faculty workshop has led to the

development of learning pedagogy referred to as combined Cognitive-Experiential learning

model (CogEx). CogEx learning model was developed to help define an educational framework

for improving chemical process safety teaching at undergraduate and postgraduate degree

level. The philosophy of cognitive and experiential learning has been individually reviewed

and commented on13,14. The implications of cognitive, experiential and CogEx learning for process safety education are subsequently discussed.

Table 1. Updated dates and locations of previous SAChE Faculty Workshops. Data obtained from 9 Spicer et al. (2013). Some companies who have supported are, Dow Foundation, Dow Corning, DuPont, BASF, Rohm and Haas, Union Carbide, Chilworth Technologies, Arkema, US CSB, SAChE, Sunoco,

Arkema, CCPS, DOW, BASF, SABIC, DOW CORNING, IoMosaic. Further information is available on http://sache.org/workshops.asp.

11 Mannan M.S., 2011. Process Safety Research Agenda for 21st Century. Mary Kay O'Connor, Center for

Process Safety, Texas. 12Mannan M.S. and Mary Kay O’Connor (2012). Process Safety Center. Centerline 16, 1–18. 13 Gavetti G. and Levinthal D. (2000). Looking Forward and Looking Backward: Cognitive and Experiential Search. Adm.

Sci. Q. 45, 113–137.

14 Kolb D.A. (2014). Experiential Learning: Experience as the Source of Learning and Development, 2nd Edition. Pearson

Education, Inc., New Jersey.

http://sache.org/workshops.asp


Date Location

April 24–26, 1995 BASF, Wyandotte, MI

May 19–21, 1997 BASF, Wyandotte, MI

May 17–20, 1998 The Dow Chemical Company, Texas Operations, Freeport, TX

and Anderson, Greenwood and Company

May 16–19, 1999 The Dow Chemical Company, Texas Operations, Freeport, TX

and Anderson, Greenwood and Company

September 17–20, 2000 BASF, Wyandotte, MI

April 21–24, 2002 BASF, Wyandotte, MI

September 28 to October

1, 2003 ExxonMobil, Baton Rouge, LA

September 18–21 2005 Rohm & Haas Company, Croydon, PA, & Sunoco Chemicals,

Philadelphia, PA

September 14–17, 2008 Rohm & Haas Company, Croydon, PA

August 15–18, 2010 ExxonMobil, Baytown, TX

August 18 – 21, 2013 Chevron Energy Technology Company, Richmond, California

August 17-20, 2014 Chevron Energy Technology Company, Richmond, California

August 9-12, 2015 Chevron Energy Technology Company, Richmond, California BASF = Badische Anilin- und Soda-Fabrik, MI=Michigan, TX=Texas, LA=Los Angeles, PA=Pennsylvania

Figure. 2: A cross-section of SAChE faculty workshop held at Chevron Refinery, Richmond, California in August 2014. The picture is hosted on SAChE webpage.

http://sache.org/workshop/2014Faculty/images/full/DSC_2718.jpg Accessed last on 31-03-2015.

3.1 Cognitive Learning and PSE

Within the cognitive learning domain, information processing in terms of knowledge

acquisition, organisation, refining and information build-up forms part of mental functions of

the brain. According to15,16 mental functions were divided into conscious and unconscious

15 Wang Y. and Chiew V. (2010). On the cognitive process of human problem-solving. Cogn. Syst. Res. 11, 81–92.

16 Thornton M.P. and Mosher G.A. (2014). Quantifying Cognitive Processes in Virtual Learning Simulations, in ASEE

North Midwest Section Conference. ASEE, Iowa, pp. 1–6.


processes. These were further sub-divided into six layers of cognitive processes namely;

sensation, memory, perception, action, meta-cognitive functions and higher cognitive functions

as shown in Figure 3. The conscious, intelligent domain consists of the meta- and higher

cognitive processes which expand with information increase based on set goals and motivation.

These are further sub-divided into elemental cognitive processes that include attention,

memorisation, knowledge representation, abstraction, recognition, synthesis, decision-making,

reasoning, quantification, problem-solving and others as shown in Figure. 316.

Very often, a process safety engineer will be expected to maintain a real conscious awareness

of his immediate environment and processes in operation. This responsibility is coupled with

attention to operational details, prompt recognition of differences in set-points and offsets, and

the ability to synthesise related information mentally to arrive at timely positive decisions.

Figure 3: A modified cognitive functions as described in the layered reference model of the

brain15.

For most engineering and science students, especially those studying chemical or process and

oil & gas related engineering degree courses, the cognitive ability is better developed and

trained during their undergraduate and postgraduate studies. There is a need for a systematic

review of the curriculum and incorporation of courses which allow simultaneous acquisition of

the basic process safety knowledge in line with basics of process designs and unit operations.

Progression to higher levels of studies further exposes the students to several industry case

studies that further develop their higher cognitive senses for problem-solving and processing

complex information as highlighted in Figure 3. All these do not; however, replace the need

for experiential learning. The case studies are expected to provide a theoretical context that the

students can visualise and sometimes see in the video or simulated series of the event leading

to various accidents from which lessons are drawn.

3.2 Concepts of Experiential Learning and PSE

In recent years, safety lessons learnt from various accidents have subsequently influenced the

process safety education. According to14, ‘people do learn from their experiences’, and it


remains a statement of fact. Experiential learning is defined as a form of learning from life

experiences in an environment which bring the learner in direct touch with the realities being

studied. Before the experience can be valid for lessons, there must be an inferential learning

process. The process voids absolute dependence on emotions by questioning the acceptance of

direct experience and allows objective critical reflections14.

3.2.1 Experiential Learning Philosophies According to14, excerpts from few philosophers based on different school of thoughts

considered relevant to the process safety education are highlighted below:

I take it that the fundamental unit of the newer philosophy is found in the

idea that there is an intimate and necessary relation between the process

of experience and education17.

Learning is experiential when the learner is directly in touch with the realities being studied. It involves the direct encounter with the

phenomenon being studied rather than merely thinking about the

encounter or only considering the possibility of doing something with it18.

Experiential learning approach offers the basis for a lifelong learning

process based on intellectual traditions of social psychology, philosophy

and cognitive psychology. It operates as a framework for identification of

critical linkages between education, work and personal development 14.

On the three traditions of experiential learning,19 further emphasises on the dialectics of

learning from experience and the epistemology, showing the relationship between knowledge

and learning19. Piaget theories provide guidelines for the application of experiential learning theory and are further explained under the following education based activities. Competence-

based education offers the theory of learning most appropriate for the assessment of prior

learning and the design of competence-centered curricula. Experiential education focuses on

hands-on learning processes such as internships, apprenticeship, experiential exercises, and on-

the-job training/learning. Curriculum development emphasises that structure development for

any subject can be respectably taught at any level20.

3.2.2 Vocational Trend The current shift towards Nigerian graduates seeking vocational training after graduation from

higher education is alarming and critical. This trend requires immediate attentions from the

Nigerian university governing bodies. Over the years, employers have been forced to seek

graduates with Western degrees or foreign certifications due to the unpreparedness of the

graduates and the failure of career expectations created by the universities. It shows a clear

indication of a misnomer in the linkages between education and work.

3.2.3 Safety Lessons from Experiential School of Thought Safety lessons are often learned from experience, and the learning outcome can be developed

into modules and educational materials that can be assessed and certified for credits in the

17 Dewey J. (1938). Education and Experience. New York: Simon and Schuster. 18 Keeton M. and Pamela T. eds., (1978). Learning by Experience—What, Why, How. San Francisco: Jossey-

Bass 19 Piaget J. (1970b). The Place of the Sciences of Man in the System of Sciences. New York: Harper Torchbooks. 20 Cunningham A.C. (1999). Commentary. Eur. J. Mark. 33, 685-697


university. For most engineering and science courses offered by the Nigerian universities and

other Western countries, supported programs of experiential learning are on the increase. These

include industry placements, student industry work experience scheme (SIWES), internships,

field placements, work/study assignments, structured exercises, practical sessions, pilot plants

unit operations, co-operative education (co-op), and other experience-based activities. All of

these play critical roles in the curricula of undergraduate and professional programs. A non-

traditional academic-related organisation such as the Petroleum Technology Development

Fund (PTDF) is mandated to develop manpower for the oil and gas industry in Nigeria.

Training programmes are designed to supplement the experience-based education which the

universities cannot afford to provide. Examples include welders training, process modelling

and simulation using computer based software such as Aspen, Hysys, Flarinet and others21.

Experience-based learning has become widely accepted as an instructional method globally.

3.3 Cognitive-Experiential Learning Space (CogEx) and PSE

Figure 4 shows a combined learning domain called CogEx developed based on the merits of

cognitive and experiential learning. However, more attention was given to the meta-cognitive,

meta-inference and higher cognitive within the cognitive domain. Meanwhile, the concepts of

learning space theory expounded by22 from the previous work of Lewin’s theory of space was embedded into the experiential learning domain. For learning to occur within the experiential

learning domain, space is required. Space is said to exist in the experience of the learner and is

dependent on both objective (time and environment) and subjective (preference and

expectations) factors22. For process safety education, this may require a broader overview of

the expected learning space. For example, in a refinery operating based on complex and

advanced systems, the environment created is such that makes the learning preferences and

expectations objective rather than subjective for would-be process safety engineers.

Within the context of time and environment, the cognate abilities have to be well developed

particularly for identifying potential hazardous activities and processes and being able to follow

logically through mitigation procedures irrespective of the complexities. For process safety

education, the learning space is designed to enable knowledge acquisition, synthesis and

abilities to make inferences. It forms the objective expectations with a preference for the

process being considered and allows the development of deep understanding. Likewise, the

environment provides an opportunity for experiential learning which further put to test the

cognate knowledge developed over time and also strengthens the psychomotor domain. In

essence, for the development of the university curriculum for teaching process safety, the

inclusion of the CogEx learning space should be considered.

3.4 Implications of SAChE Workshop for PSE As previously described in Section 2, the Safety and Chemical Engineering Education

Committee organises faculty workshops as one of the principal activities. The workshop

provides the learning space for interactions among academics as well as with industry experts:

a balanced learning space between practicing engineers with vast experiential knowledge and

21 www.ptdf.gov.ng 22 Kolb A.Y. and Kolb D.A. (2009). The Learning Way. Meta-cognitive Aspects of Experiential Learning, in Simulation &

Gaming. pp. 297–327.


the faculty members with sound cognitive understanding in the science of process safety. Some

of the academics have previously had industry experiences in similar or entirely different

environment while others are new to the process safety education.

Figure 4: A process safety education framework showing the individual models and

CogEx space9,10,15,16,22,23

The workshop activities were designed to enable classroom based learning from industry

experts on various key process safety topics, facility tour that enhance the cognitive learning

by coming in proximity to the refinery processes and learning experientially. The experiences

are taken back into the classroom for further discussions on how to incorporate them into

curriculum development. Also included in the program are social functions such as dinner

where the faculties get to know each other better and also interact with the industry delegates.

Over the years, the SAChE faculty workshops have played vital roles in PSE in the US.

Specifically, the last two workshops brought to play a highly structured classroom lectures

prepared and delivered by experts from the Chevron Corporation. Some of the areas covered

include process safety management and culture, risk management, process safety (PS) in

downstream operations, quality by design and design assurances, metallurgy and corrosion, PS

in upstream and gas operations, environmental risk management and consequence modelling

and process safety management. Opportunities for discussion on curriculum improvement

23 Kolb A.Y. and Kolb D.A.(2008). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning,

Education and Development, in Armstrong, S. J. Fukami, C. (Ed.), Handbook of Management Learning, Education and

Development. SAGE Publications, London, pp. 1–59.


during the workshop directly allow industry experts input on current industry trends and taught

safety activities in the classroom. It further allows talks on industry experts inclusion in

classroom teaching based on university-industry partnership. Amongst the faculty members,

the workshop provides networking opportunities for thought sharing, exchange of course

materials and teaching strategies that could be useful to others as they look forward to

improving safety education in their various universities.

In general, a process safety education framework as shown in Figure 5 (as well as Figure 1 and

Figure 4) should be adopted. A framework that provides a common platform for industry

trainers, university faculty members and students. It provides the opportunities to establish

information acquisition and experiential learning scheme, direct external collaborations with

industry and students certifications through subject related professional organisations as it is

currently done by SAChE. As it were, students’ industrial work experience (SIWES) or gap

year in the industry should be adequately structured to ensure that students have sufficient

process safety exposures during their stay in the industry. Consolidation of their exposures and

experiential learning should be well provided for in the curriculum during the final year design

project or report writing that substantiate the experiential learning cognitively.

Figure 5: A generic process safety education framework developed from SAChE faculty workshop

operational model.


3.5 Process Safety Education Pedagogic Creed and Conclusion

“…process safety education must be conceived as a continuing

reconstruction of experience.”

“…process safety education is a continuous lifelong process of developing capacity for experiencing, reflecting, thinking and action.”

“…process safety education goal should be one and the same thing across

chemical engineering degree programmes globally. Hence the need for

internalisation of process safety education curriculum.”

“…process safety education evolution in the future should remain

inseparable from the academic-industry partnership within the Cognitive-

Experiential learning space.”

To realise the expected potentials, significant changes in the chemical process safety

educational contents, structures and approaches, within the higher education is required.

According to14 there is a need to open up campus facilities and professional expertise linked to

a wider range of educational settings, practitioners, field supervisors, and adjunct faculty. The

process safety education framework described here provides a platform that enables accessible

linkages. They are systematically achieved through relationships with expert groups, industry

partnership, affiliations with professional organisations and government parastatals responsible

for safety education and at the workplace. The framework for this is supported by flexible

collaboration options that fit time to the cognitive requirements and the experiential learning

opportunities. Consequently, safety education standards, graduate professionalism are

demonstrated by the levels of knowledge and competence gained as students through the

university programs.

Acknowledgements:

The authors of this article would like to acknowledge Prof. Ronald J. Willey of Northeastern

University, Boston, MA, USA for his permissions on behalf of SAChE to use its online

publications and data. We also appreciate Petroleum Technology Development Fund, Nigeria

for funding our field trip to SAChE faculty workshop held at Chevron Richmond Refinery,

California in 2013/2014.

ABBREVIATIONS

ABET Accreditation Board for Engineering and Technology Programs (USA)

ACS American Chemical Society

AIChE American Institute of Chemical Engineers

ASSE American Society of Safety Engineers

CCPS Center for Chemical Process Safety

CEAB Canadian Engineering Accreditation Board

CIC Chemical Institute of Canada


CSB Chemical Safety Board

CSC Canadian Society for Chemistry

CSChE Canadian Society for Chemical Engineering

CSCT Canadian Society for Chemical Technology

HSE Health and Safety Executive

IChemE Institute of Chemical Engineers

NEBOSH National Examination Board in Occupational Safety and Health

OSHA Occupational Safety and Health Administration

PS Process Safety

PSE Process Safety Education

PTDF Petroleum Technology Development Fund

SAChE Safety and Chemical Engineering Education

SIWES Student Industry Work Experience Scheme

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